An Empirical Study On Application Of Length Approach To English Writing Teaching In Senior High School

There are five skills in English language: listening,speaking,reading and writing,among which writing embodies the four comprehensive skills.As communicative competence,writing can fully reflect the students' English knowledge and reflect the students' ability to rightly apply English knowledge.However,the reality of English writing education in senior high school is that teachers pay much more energy on the grammar,spelling and formatting of English writing,which ignores the overall English writing practice and is harmful for students' comprehensive ability of English writing.As a result,such phenomenon makes students' English writing ability far deviate the requirements of National English Curriculum Standard,which will let students lose English writing interests in the long term.This situation requires that English teachers should explore different writing teaching methods in order to improve students' writing ability.The Length Approach is initially proposed by Wang Chuming in 2000 in Guangdong University of Foreign Studies.The Length Approach is a method of learning foreign language for those students who do not know how to use foreign language properly,even though they have learned English for many years.By adjusting the length of the composition,the Length Approach can encourage students to break through the limit of foreign language learning in order to help students increase the sense of achievements and improve their self-confidence.Since it is proposed,the Length Approach has been paid much more attention to by many social educators and researchers.Therefore,the author proposes that teachers should adopt the Length Approach in English writing teaching in senior high school to effectively improve the students' English writing interests and writing achievements in the experimental class.Besides,with the help of the results of this study,the effectiveness of the Length Approach in improving the students' English writing interests and writing achievements will be verified.This research selected 97 Grade One students from two parallel classes of Zhengzhou No.16 Senior High School as the research subjects.And with the help of research questionnaires,teaching experiment and interview,the following three research questions will be answered:(1)What are the difficulties of students in English writing in senior high school?(2)What is the influence of applying the Length Approach to English writing teaching on arousing students' English writing interests in senior high school?(3)What are the effects of the Length Approach on students' English writing achievements in senior high school?The results of this research showed that: the Length Approach can help students decrease the students' fear of English writing and increase the confidence of English writing;the Length Approach can help students enhance the usage of English words and expressions to improve their English writing achievements.But there still exist some limitations in the teaching experiment.In conclusion,the author hopes all the results of this research will offer suggestions and help for the further studies in the future.